The Flipped Classroom Application in Meteorological Training CMATC JinFang Hou

Outline The Concept of the Flipped Classroom The Flipped Classroom Application in Vocational Training The Effect of the Flipped Classroom The Restrictions and Challenges of Implementing the Flipped Classroom

1.The Concept of the Flipped Classroom

1.What is the Flipped Classroom The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. (Vanderbilt University, Center for Teaching).

teacher’s individual help Traditional Teaching No help Not associated No Guide Preview before class Teacher teaching Listen and exercises In class Do homework after class Learning Scaffolding for self-study Teacher assigned tasks Students do Before class problem- solving discussion In class Targeted teacher’s individual help Self-study with help Submit problem Flipped Classroom — 北京大学数字化学习研究中心—

Traditional classroom flipped classroom The differences between the flipped classroom and the traditional classroom   Traditional classroom flipped classroom Teachers’ role Transmitting knowledge, mainly lecturing Coach, mentor, facilitator Learner Passive listener and receiver Active participant Instructional mode Training lectures + homework after class Learning before class + in-class inquiry Learning content in class knowledge Q&A, discussion Technology application Tools mainly for content show Tools for self-study, communication, cooperation and discussion Evaluation Exam Multiple, various ways of evaluation

Bloom’s Cognitive Taxonomy----levels of learning Traditional Classroom Flipped Classroom After class In class Before class In class Maps how we think. From fundamental to complex. — 北京大学数字化学习研究中心—

2.The Flipped Classroom Application in Vocational Training 1.Self-Study 2.Face-to-face training and learning experience 3.Practice after class Three steps of the Flipped Classroom application in vocational training

Flipped Classroom Case：Agricultural meteorological training 1. Self-Study Before the trainees participate in formal classroom training, students learn basic theory knowledge and skills, complete self-study and evaluation in advance by E-learning platform, knowledge manuals, textbooks and other teaching means . Agricultural meteorological online training courses

Streaming-media coursewares

2.Face-to-face training and learning experience Trainees attend face-to-face training with questions. Trainers reduce the time of knowledge imparting; spend more time in problem-solving ,case discussion, Q&A, action learning. It helps students combine theoretical knowledge with work practice in daily work for reflection and experience, to carry on higher cognition. The experimental teaching at agricultural meteorological observation station in Gu Cheng, Hebei Province.

3.Practice after class After class, staff complete the follow-up review and study by e-learning or cell phone. This helps employees to convert short-term training into long-term, persistent learning. Training brings more promotions and greater work support for employees. Mobile learning after face-to-face training when back to work

there are four key things to consider: a. How to use "video" to vividly present knowledge, skills and values. b. How to reasonably allocate and effectively join class time inside and outside. c. How to effectively connect face-to-face training classes and online classes. d. How to overcome the limitations of the reliability and validity of the training content, method and evaluation.

3. The Effect of the Flipped Classroom

The Effect of the Flipped Classroom The flipped classroom increases the interaction between teachers and students . The flipped classroom makes educators give students more freedom, they could easily get teachers’ help while encountering difficulties and confusion. Learning become more personalized. Students can control their study according to their own pace, change their role from passive recipients into active researchers. The flipped classroom can promote the effective use and R&D of learning resources. eg.MOOC.

4.The Restrictions and Challenges of Implementing the Flipped Classroom

Restrictions and Challenges The Research and Development of High Quality Teaching Resources for Various Subjects With the research and development of learning resources for various subjects, there are more and more available resources. However, we still lack high quality learning resources. There are still many grim challenges.

Restrictions and Challenges Instructors' educational thought and conception need be updated urgently Instructors pay great attention to the learners how to promote the internalization of cognition and emotion through independent study and group cooperation and exchange under the guidance of instructors. It is necessary for instructors to play their roles as not only inspiration, guidance, or monitoring, but also fully reflect the initiative, motivated and creative subject of learners during the process of learning.

Restrictions and Challenges The Flipped Classroom Puts Forward Higher Requirements for Instructors and Learners Teachers： effectively organize learning resources, give full play to their own duties, really guide, manage and control learning process to achieve better result. Learners: self-directed learning, pay more efforts especially in-depth thinking, spend more time and energy for each class.

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